摘要: In November 2004, economists Thomas Fuchs and Ludger Woessmann published a statistical analysis of the relationship between technology student achievement using year 2000 data from Programme for International Student Assessment (PISA). The PISA was first in series triennial assessments 15-year-olds conducted by Organisation Economic Co-operation Development (OECD). assessment included problems reading, math, science, as well questions about background, school characteristics, information on use computers Internet at home school. analyzed 31 countries: 96,855 students tested math 174,227 reading. (In these same countries 96,785 were but chose to concentrate because its relation future job performance relative comparability across countries, reading it had special emphasis PISA.) Initial analyses 2001 indicated that there significant positive academic computer access. However, when controlled family-background characteristics multivariate regressions, they found:
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